Developing human capability in an AI-shaped world.

Educators and those developing young talent are preparing people for a future we cannot fully predict. Knowledge remains essential. But access to answers does not automatically build the ability to question them, make good decisions or work well with others.

PwC’s 2026 AI Jobs Barometer found that new tasks in the most AI-exposed occupations were, on average, 2.5 times more human-intensive than those in the least exposed. Preparing young people for that future means developing their human capabilities today.

That preparation begins long before independent AI use: when a child asks “How do we know?”, works through a disagreement, tries another approach or explains a choice. It continues through university and early working life, as young people encounter unfamiliar problems, take responsibility and learn alongside others.

The session introduces the Learning to Be Human Framework: nine capabilities that help young people manage emotions and attention, make thoughtful choices, build relationships, solve problems together and respond to change.

Examples and activities are tailored to the adults in the room, whether they work in primary schools, secondary schools, universities or graduate development. The focus is on making capability development more deliberate through existing teaching, learning and mentoring experiences.

We cannot give young people certainty about the future. We can help them develop the capability to navigate it and the confidence to shape it.

For generations, junior work served two purposes. It produced an output and developed a person. Researching problems, writing first drafts and learning alongside experienced colleagues built context, confidence and professional judgement.

As AI takes on more of these tasks, we need to consider what happens to the learning they provided. We still need people who can question an answer, understand context and make sound decisions. Producing better work with AI does not automatically develop the expertise to judge it.

We may be automating the bottom rung of the career ladder before we have redesigned how people learn to climb it. But we also have an opportunity to build better pathways.

This keynote explores how schools and universities can develop human capability before young people enter work, and how employers can continue that development. From AI that strengthens thinking and feedback to real-world projects, intentional mentoring and redesigned apprenticeships, it examines how we create opportunities to practise, take responsibility and build expertise.

A learning society recognises that learning continues throughout life, across classrooms, workplaces and communities. Developing people is a shared responsibility. Education builds foundations; employers create opportunities to deepen and apply them; partnerships open new routes to experience. Together, they can strengthen talent pipelines and help people keep growing throughout their careers.

The future of work and the future of education are the same conversation. Building a learning society means turning that conversation into shared action, so that better performance today also develops the people we need tomorrow.